The role of AI in transforming student learning — or bypassing it

The majority of university students employ artificial intelligence resources like ChatGPT to obtain immediate explanations — not to grasp concepts, unless educators encourage them to pursue deeper engagement, a new analysis from USC reveals.

On Wednesday, investigators at the USC Center for Generative AI and Society published a report detailing how students and instructors around the globe are adjusting to AI. Collectively, this research presents the most current insight into how generative AI is transforming higher education environments and learning methods.

The research team carried out two recent surveys and one new investigation: a national survey of U.S. university students, an experimental analysis of a novel AI writing resource, and a global survey of educators across five nations.

“Generative AI is present and already influencing our surroundings,” stated Stephen J. Aguilar, assistant professor at the USC Rossier School of Education. “What is crucial now is whether we leverage it to enhance learning or to evade it. Our findings assist in understanding how both students and educators are incorporating AI into their studies and tasks.”

Guided by Aguilar and William Swartout, chief scientific officer at the USC Viterbi School of Engineering’s Institute for Creative Technologies and co-director of the Center for Generative AI and Society, the report illustrates that generative AI is altering education and identifies practices that enable students and educators to effectively utilize these technologies. Through purposeful planning, clear instruction, and equitable access, these reports imply that generative AI can enrich learning instead of replacing it.

Students utilize generative AI for two primary types of assistance, while educators globally exhibit cautious hope

University students are increasingly utilizing AI resources such as ChatGPT to obtain rapid answers rather than deepening their comprehension, a new national survey reveals. To understand how college students are employing AI resources like ChatGPT, the researchers questioned 1,000 U.S. university students and discovered that most utilize AI for what researchers categorize as “executive assistance” — seeking quick fixes with minimal effort. In contrast, “instrumental assistance” comprises using AI to clarify understanding, develop skills, and facilitate independent learning.

Nonetheless, the study revealed that students encouraged by educators to use AI thoughtfully are substantially more inclined to engage with the technology in learning-focused manners. This indicates that faculty guidance is pivotal in shaping how students interact with AI — not merely as a convenience tool, but as a means for intellectual advancement.

“The rise of AI has elicited both hope and trepidation,” Aguilar stated. “What is essential is to ensure that AI applications are overseen by those who possess profound expertise in their disciplines and that students are not left to navigate these complexities independently.”

A complementary survey of 1,505 educators from the United States, India, Qatar, Colombia, and the Philippines uncovered widespread anxieties regarding plagiarism, reduced creativity, and inconsistent institutional backing. Despite these worries, the majority of educators perceive potential in AI’s educational applications. Seventy-two percent affirmed that AI aids in streamlining routine tasks, 73% believe it can enhance student performances, and 69% stated that it promotes a more personalized learning experience.

New AI writing resource assists in fostering writing abilities

Researchers also evaluated a new writing resource named ABE — an acronym for AI for Brainstorming and Editing — which is designed to encourage reflection and revision instead of shortcuts in the writing process. Students reported utilizing ABE as a companion to enhance their writing and expand their viewpoints, instead of relying on it to produce entire drafts. The resource guides users through structured exercises like strengthening arguments, refining claims, and exploring counterarguments.

“We are observing that if applied correctly, tools like ABE can leverage generative AI to bolster students’ critical thinking abilities, rather than leading them to forgo thought in favor of the machine,” stated Swartout, who also holds the position of research professor of computer science at USC Viterbi.

Based on the findings, researchers proposed several suggestions to assist educators and policymakers in effectively integrating AI into learning spaces. They recommend advocating for “instrumental” AI usage — where students engage with it to deepen understanding — rather than executive use that circumvents effort. Additionally, they endorse designing AI resources with built-in supports to encourage reflection and critical thinking.

Moreover, the report calls for expanded professional growth opportunities to assist instructors in transitioning from reluctance to confident, ethical integration of AI. Ultimately, researchers stress the importance of addressing issues of equity, pointing out that students and educators with less institutional support may depend on AI differently and necessitate tailored regulations to ensure equitable access and utilization.

The comprehensive report can be accessed here.